أثر استخدتم نماذج التدريس البنائي "ويتلي-نيدهام-أدي و شاير-" في تنمية مهارات التفكير التوليدي وتصويب التطورات البديلة لبعض المفاهيم الفيزيائية لدى طلاب الصف الأول الثانوي بالقصيم

Abstract EN

The purpose of this study is to investigate the effect of using of three models of constructive teaching (Wheatley-Needham-Adey & Shayer) in modifying the alternative models of physical concepts in the subject of motion in two dimensions and developing generative thinking skills of first secondary grade students in Qassim.

The alternative perceptions of students in their minds and the experimental approach in investigating the effect of the three constructive teaching models (Wheatley Needham-Adey & Shayer) in correcting the alternative perceptions.

The sample (n= 257) was randomly selected from the first grade secondary students (Qaseem), while the experimental group (n= 80) was selected from schools in Qsidia Onaizah province.

Students were divided into three experimental groups who studied the subject of motion in two dimensions of the three models of teaching constructivist and a control group who studied using the traditional method.

Results showed the prevalence and diversity of alternative perceptions in the subjects of circular motion and ballistic motion.

Results confirmed that they ranged between 78.99 % & 70.14 % respectively.

The study also revealed that statistically significant differences exist in the correction of alternative and generative thinking can be attributed to the three constructional models (Wheatley, Needham, Adey & Shayer).

Results also revealed the superiority of the Needham model on Wheatley and Adey & Shayer.

Findings also revealed a statistically significant relationship at the level of significance 0.05 between the students' grades in the post-measurement of the experimental groups on the test of alternative perceptions and constructional thinking.